Development Of Thinking Skills Research Articles

Mathematical creativity in upper elementary school mathematics curricula

Textbooks should promote creative tasks for teachers to enhance students' math skills through creative thinking, instead of relying on memorization of step-by-step procedures.The aim of this study is to analyze elementary school mathematics curricula commonly employed in the U.S., namely GoMath, enVision Math, Math Connects, MyMath, and Investigations. The selection of these curricula is based on their widespread usage, and the analysis seeks to evaluate their effectiveness in fostering the development of students' creative thinking skills. We employed Bicer et al.'s (2021) framework for creativity-directed tasks to analyze 1,000 mathematical tasks within each curriculum. The analysis unveiled that Eureka, followed by Investigations, incorporated a higher proportion of creativity-directed tasks compared to the remaining three curricula. For some categories and subcategories of creativity-directed tasks (e.g., communication, connection), the results are less varied across five curricula. The present study enables school districts, schools, and classroom teachers to know what curricula support the development of creative thinking of students by including various options of creativity-directed tasks in their upper elementary mathematics textbooks.

Computational Thinking in Diverse and Inclusive Preschool Settings – Cracking the Code

Abstract: Computational Thinking is a fundamental skill just as reading, writing and mathematics. It involves the development of higher-order thinking skills, such as problem-solving, and borrows from computer-science methods like the concepts of abstraction and decomposition. In the context of young populations, preferences, adoption, encouragement, and sensitization, are relevant to the development of Computational Thinking attitudes and skills. The present study was designed to explore how Computational Thinking can be integrated into a typical curriculum, considering the notions of inclusion and diversity. Thirty children (aged 4-6 years) from diverse ethnical backgrounds participated in a Hidden Treasure Hunt learning activity which was distinct by the absence of explicit instructions. Previous research show that while significant emphasis is often placed on the cognitive aspects of Computational Thinking, the affective and emotional dimensions are frequently overlooked. This study underscores the importance of not only imparting knowledge and building skills but also the role of attitudes and emotions in nurturing an environment for discovery and higher-order thinking abilities development in young children.

THE EFFECTIVENESS OF USING THE NEGOTIATION APPROACH IN ACHIEVING SOCIAL STUDIES AND DEVELOPING HISTORICAL THINKING SKILLS AMONG SEVENTH GRADE FEMALE STUDENTS

The study aimed to reveal the effectiveness of the use of the negotiating approach in obtaining social studies material and developing historical thinking skills. The researcher used the quasi-experimental approach, and a study sample which consisted of (53) students from the Seventh Grade students from Al-Rawda School for Basic Education in North Eastern Province in the Sultanate of Oman. The sample was divided into two groups: the experimental included (27) students and the control which included (26) students. The researcher used two tools to achieve the goals of the study: the achievement test and the test of historical thinking skills. The researcher verified the validity of these tools by presenting them to a group of arbitrators. The stability of tools were varied through the cronbach Alva laboratory, where it reached (0.75) for the achievement test, and (0.71) for the test of historical thinking skills., The study found that there are statistically significant differences at the level of significance (0.05 ≥α) between the mean female students ’grades in the achievement test and the post-historical thinking skills test for the benefit of the experimental group. This finding confirms the effectiveness of the negotiating approach in obtaining the subject of social studies and the development of historical thinking skills among students of the class Basic seventh. In light of this, the study recommended the need to take advantage of the negotiating approach in teaching subject studies, especially history teaching, and training social studies teachers on how to use the negotiating approach in teaching social studies.

Peculiarities of educational work in the territorial community regarding the provision of speech therapy services

The proposed article highlights the peculiarities of educational work in the territorial community regarding the provision of speech therapy services. Based on the theoretical analysis of scientific and methodical literature, the historical development, peculiarities and formation of the provision of speech therapy services and speech therapy as a science as a whole are studied. It was determined that the speech therapist can carry out corrective, diagnostic, preventive and educational work, but a special emphasis in this process is determined on the importance of the speech therapist's work in the territorial community regarding educational activities, cooperation with parents and raising the level of their pedagogical culture. In order to study the awareness of residents of territorial communities (adults who have children), a survey was conducted regarding the provision of speech therapy services. The obtained results of the study proved that many parents have a certain understanding of the peculiarities of the child's speech development. Most of the answers indicate that parents understand when the child should begin to express the first phrases and communicate. A general trend is the desire of parents to be educated and informed about the speech development of their children. It is important to support this motivation of parents and ensure their access to reliable and trustworthy information resources. Informed parents can be more successful in addressing the issues of their children's speech development and contribute to their success in this area. Prevention of speech disorders in children is important to ensure their successful development, so parents should have such information. Improving a child's speech is an extremely important process and plays a key role in communication, expression of thoughts, development of thinking and social skills. The study emphasized the importance of informational work with parents aimed at spreading knowledge about the role of a speech therapist and the availability of speech therapy services for children in the community.

Implementation of problem-based learning modules in an introduction to public health course.

With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities. PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students' experiences and perceptions of PBL. Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues. The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.

Fostering Creative Thinking in Early Learners through STEAM-Based Ecoprint Projects

This research investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) project-based learning (PjBL) with Ecoprint activities on developing creative thinking skills in early childhood. A mixed-methods concurrent embedded design was adopted, focusing on preschool children aged 4-6 years from two educational institutions in Karangsari Village, Cirebon District. The study engaged 30 participants in Ecoprint activities, utilizing natural materials to create prints on paper and fabric. These activities were framed within the STEAM PjBL methodology, encompassing stages of Reflection, Research, Discovery, Application, and Communication to facilitate a comprehensive earning experience. Qualitative data, collected through interviews with educators and observations of the Ecoprint projects, were complemented by quantitative assessments of the children's development of creative thinking skills. This dual approach allowed for a rich, multifaceted analysis of the learning processes and outcomes. The creative thinking abilities of the participants were evaluated using a standardized rating scale aligned with criteria set forth by the Ministry of Education and Culture, tracking progress from initial baselines to post-intervention stages. The findings indicate a notable enhancement in creative thinking among the children, with a significant majority advancing from lower levels of creative dev. Children can select and sort the base color materials from the collected leaves. At this stage, the potential of STEAM PjBL, combined with hands-on, environmentally focused artistic activities like Ecoprint, is to enrich early childhood education by fostering creative, innovative thinking. The study's implications extend to curriculum development, advocating for including interdisciplinary, experiential learning strategies that blend scientific inquiry with artistic creativity. However, the research is limited by its scope and its participants' demographic and geographic characteristics. Future studies are recommended to explore the scalability of this approach and its long-term impacts across diverse educational settings, potentially offering valuable insights into the role of integrated STEAM education in nurturing holistic cognitive development in young learners.

Deaf children, home language environments, and reciprocal-contingent family interactions.

Engaged communication between mother and a child in their early developmental stages is one of the predictors of children's development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants' HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children's HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child's HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components.

Implementasi Teori Belajar Kognitif Pada Kurikulum 2013

This research discusses efforts to introduce cognitive learning theory into the 2013 curriculum in the educational environment. Her research focus is on understanding how key principles of cognitive learning theory, including concepts such as information processing, knowledge construction, and the development of higher-order thinking skills, can be integrated into new curriculum structures. Research methods include analysis of official 2013 curriculum documents, interviews with teachers, and observation of classroom learning practices. The results show that although real efforts have been made to adopt the principles of cognitive learning theory, their implementation still faces certain challenges. Limited resources, teacher understanding of cognitive concepts, and adaptation of learning materials are several important factors that influence successful implementation. Therefore, this research provides recommendations for improving teacher training, adapting learning materials, and increasing resource support so that the 2013 curriculum more effectively achieves students' cognitive learning goals.

The mediating role of higher-order thinking skill in the relationship between mathematics strength and achievement in electrical and electronic engineering education

Purpose: The paper aims to examine the casual role of higher-order thinking skills as a mediator in the relationship between students’ strength in mathematics and achievement in electrical and electronic engineering education.
 Design/Methodology/Approach: The study adopted a quantitative research design where random cluster sampling was used to select a total of 488 final-year students from four technical universities in Ghana. Mathematics achievement tests were used to gather data on students’ higher-order thinking skills and competence in five areas of mathematics. Also, their examination results were collected from their respective universities. Mediation analysis was done using AMOS 26.
 Finding: The study revealed that the positive effect of students’ strengths in the five selected mathematics topics on their performance in electrical and electronic engineering education is mediated by their higher-order thinking skills.
 Conclusion: The research concludes that there is a partial mediation in the relationship between students’ strength in mathematics and achievement in electrical and electronic engineering education by higher-order thinking skills.
 Research Limitations: It is recommended that further researchers carry out similar research with more mathematics indicators to explain more variations in achievement in electrical and electronic engineering education.
 Practical Implication: Engineering mathematics curriculum developers should stress the need for mathematics, especially algebra, for the development of higher-order thinking skills to facilitate problem-solving in electrical and electronic engineering education and practice.
 Contribution to Literature: This study highlights the relationship between the understanding of the concepts of specific mathematics topics, higher-order thinking skills, and achievement in electrical and electronic engineering education.

Can Primary Source Evidence Skills be Improved by using Virtual Field Trip Learning Resources?

The development of historical thinking skills, one must analyze historical event evidence. A thorough, reliable, and trustworthy grasp of history will be created through a variety of historical sources. In order to construct historical narratives, one has to be able to find, recognize, evaluate, interpret, and generalize information from primary source material. In order to fully fulfill this potential, educators must create effective ways. Due to this, the purpose of this study is to (1) explain the value of using original sources to support historical understanding and (2) find ways to use Virtual Field Trip media to help students use primary sources to support their historical learning. A literature review is employed to obtain the answers to the stated research questions. Literature reviews that were pertinent to the issue under study were used to gather research data. The interactive model developed by Miles and Huberman for data analysis included data gathering, data reduction, data display, and conclusion-making. The study's major results point out that (1) using primary source evidence effectively is crucial for developing historical understanding and (2) using virtual field trip media effectively helps students develop higher-order thinking skills, including the ability to use primary sources effectively. According to the conclusions, this article advises teachers to employ learning resources that provide students with hands-on experience.

Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices

It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

Exploring the synergy of digital competence and photo-driven reflection: A pilot study on reflective thinking skill development in business education

Exploring the synergy of digital competence and photo-driven reflection: A pilot study on reflective thinking skill development in business education

The efficacy of a computer science curriculum for early childhood: evidence from a randomized controlled trial in K-2 classrooms

ABSTRACT Background and context Despite the growing importance of computer science (CS) education, high-quality CS curricula for students in kindergarten to lower elementary grades are lacking. It is also unclear how students from underrepresented groups such as female students, students from low socioeconomic status, and students with disability respond to CS curriculum at this age range. Objective This study is aimed to examine the effectiveness of a novel CS curriculum (Coding as Another Language – ScratchJr) on the development of programming and computational thinking skills for students in kindergarten to second grade classrooms. Method We conducted a randomized controlled trial with 1057 students and used multilevel regression analysis to examine the impact of the CAL curriculum on students’ coding and computational thinking skills, as well as moderation analysis to investigate how students’ demographic characteristics including gender, socioeconomic status, English learners and disability interacted with the intervention effectiveness. Findings The CAL curriculum was effective in improving students’ programming skills, but no significant differences were detected for students’ computational thinking skills. Students with limited English proficiency and students from low socioeconomic backgrounds achieved similar gain in coding skills but students with disabilities and female students did not demonstrate the same improvements as their peers. Implications These findings shed light on the educational efficacy of CAL as a promising CS curriculum for young children and underscore the importance of understanding how underrepresented minority students respond to the curriculum in order to better guide the development and design of the CS programs.

Assessing Computational Thinking, Motivation, and Grit of Undergraduate Students Using Educational Robots

Educational technologists and practitioners have made substantial strides in developing affordable digital and tangible resources to support both formal and informal computer science instruction. However, there is a lack of research on practice-based assignments, such as Internet of Things (IoT) projects, that allow undergraduate students to design and demonstrate educational robots using digital or physical assistance, especially when it comes to computational thinking (CT) and programming skills development in association with their psycho-emotional experience. This study compares the impact of Scratch and LEGO® WeDo robotic kits on students' CT and programming skills development. A quasi-experimental approach was conducted, involving two hundred forty-six participants ( n = 246), who were equally divided between Scratch and LEGO® WeDo groups. Results indicate that the LEGO® WeDo group showed greater improvement in CT and programming skills development, while designing and presenting IoT projects. Nevertheless, no significant association between motivation, grit, and CT skills was observed. The findings highlight the potential of tangible robotics in facilitating students’ hands-on learning and enhancing motivation to foster CT and programming skills. This study provides a wide range of implications for instructional designers on how to use tangible robotics to support hands-on IoT projects in computer science courses.

Examination reform for higher order thinking: A case study of assessment-driven reform in Uganda

Instruction in African contexts remain overwhelmingly rote, limiting the cognitive benefits and skills fostered by education systems. These conditions are reinforced by the high stakes and content of national exams, which primarily measure lower-order thinking skills and so constrain teacher instruction to focus on recall and memorization. Reforming national exams has been proposed as a means of increasing the focus on higher order thinking skill development, but doing so is complex and politically fraught. We present findings from a qualitative case study of assessment-driven reform in Uganda aimed at strengthening higher order thinking on exams and strengthening teacher education curriculum and instruction to prepare teachers’ capacity to instruct for higher order thinking skills within the system. Key findings focus on the capacity gaps within the system that generate the current conditions, the factors influencing the high policy prioritization of the current reform efforts, and the strengths and limitations of the implementation strategy pursued by the partners, in particular, to support teacher capacity strengthening. The paper concludes by discussing the promise and perils of assessment driven reform as a means of strengthening instructional quality in contexts like Uganda.

Problem-based Learning Activities as a Promotion of Local Cultural Awareness in A1 English Students

There is a tendency in language courses to use textbooks which focus mainly on anglophone cultures. As a consequence, learners are more exposed to foreign cultures rather than to their own, and they have a few chances to explore and reflect on their own culture. It was evident in a syllabus for an A1 course in a Teaching English as a Foreign Language (TEFL) degree at a university in Bogotá. This article shows how problem-based activities were used to promote local cultural awareness. This action research study implemented focus groups, questionnaires, students’ artifacts, and teacher’s interviews. The results show that problem-based activities contribute to students' concept of culture, the development of thinking and cognitive skills, and the ability to apply problem-solving skills in local cultural contexts. It can be concluded that problem-solving activities encourage students to analyze and reflect on cultural aspects, develop skills for solving problems and improve their communicative competence.

The Correlation Between Students’ Learning Environment and Their Critical Thinking Skill Development

This research aims to determine if there is a correlation between learning environment and students' critical thinking skill development. Research method that is used is Correlation. The sample in this research is 25 university students of the English Education Department. Instruments used in this research were questionnaires and practice tests. The questionnaire sheet adapted from The Dundee Ready Education Environment Measure (DREEM). it is used to find out students' opinions about their learning environment. Other instrument that is used is the practice test of Critical Thinking Appraisal which was used to determine the level of students’ critical thinking ability. In analyzing the data, this research used the product-moment correlation analysis technique. The results shows that there are no correlations between learning environment and the development of students’ critical thinking skills. Building a good learning environment is important and can support a good learning process.

The Development of Thinking Skills in English as a Second Language Methodology Classroom

This article focuses on an important aspect of modern education – the development of thinking skills. The purpose of this article is to outline the way thinking skills are developed in English as a Second Language (ESL) Methodology. The research was undertaken at Pavlo Tychyna Uman State Pedagogical University.
 The methodology is based on a review of academic literature, analyses of core Curriculum and ESL Methodology course books, and a generalization of our own ESL Methodology teaching experience.
 Results. The notion of thinking skills is revealed and their role for language learning is emphasized in the article. It is concluded that the development of thinking skills greatly depends on the quality of instruction, hence the requirement to enhance the ability of preservice teachers to develop thinking skills in their learners. To understand students’ readiness to develop thinking skills in their learners the PRESETT Curriculum on Methodology (Bachelor’s Level) and ESL Methodology coursebooks were thoroughly studied in terms of the aspects relevant to this research. The general overview of the core Curriculum in terms of the suggested modules, units and learning outcomes proved that the development of higher-order thinking skills is one of its main objectives. 
 According to the core Curriculum thinking skills are developed through a range of teaching approaches, among them task-based learning, the use of case studies, simulations, group projects and problem solving. Such modes of teaching and learning promote high level interaction as well as the high level of thinking skills development. The analysis of the ESL Methodology coursebooks provides much more detailed overview of the activities practiced during the sessions, thus giving additional support for the research. It is proposed that competencies can be improved by means of HOT skills activities in the ESL Methodology classes.
 Conclusions. The research findings have enriched our understanding of thinking skills and highlighted the importance of their development in preservice teachers so that they are able to develop thinking skills in their future leaners. Taken together, the research results suggest that both thinking skills and life skills, such as communication, teamwork, critical thinking, problem-solving, information literacy, creativity, etc., are focused on in both the PRESETT Curriculum on Methodology and in the ESL Methodology coursebooks.

Development of higher-order thinking skills in nursing students through online problem-based assessment.

The development of higher-order thinking skills (HOTS) in problem-based learning (PBL) is not confined to teaching and learning but extends to authentic assessment methods, similar to real-life situations. The assessments aligned to PBL attempt to eliminate the students' tendency towards memorisation. Rather, it instils and encourages their ability to analyse, interpret, synthesise, and evaluate knowledge and its sources. The study had two primary aims: (1) to describe undergraduate nursing students' experiences of an online problem-based assessment (PBA), and (2) to explore how online PBA assessment contributed to the development of undergraduate student nurses' HOTS. An urban-based South African higher education institution (HEI) in KwaZulu-Natal, Durban, South Africa. A descriptive, exploratory qualitative approach was used. The target population was 4th-year psychiatric nursing students (N = 39) studying for the degree of Bachelor of Nursing at the preselected university, utilising two focus groups (n = 5, n = 7). Data were analysed through content analysis using the clinical reasoning model as a framework. Three categories (trigger problem, re-visioning the cues, treatment direction) and seven sub-categories (trigger problem posing, early cue identification, cue interpretation and clustering, focussed cue investigation, information processing and interpretation, reprioritise hypotheses, and diverse intervention[s]) emerged. Psychiatry, Nursing and Midwifery practices require a practitioner skilled in HOTS to provide quality, efficient and cost-effective patient care. The findings in this study can benefit nursing education, particularly learning interruptions in HEIs.

An Investigation of In-service Teachers’ Perceptions and Development of Computational Thinking Skills in a Graduate Emerging Technologies Course

This study investigated in-service teachers’ perceptions and development of computational thinking (CT) skills in an online graduate emerging technologies course. Participants perceived that they increased their CT problem-solving and creativity skills and decreased their collaborative learning and critical thinking skills. Additionally, teachers increased their CT test scores after taking the course. Most teachers used CT terminology correctly (i.e., algorithms and decomposition). However, only 59% correctly described abstraction and pattern recognition, while most teachers did not mention debugging. The authors call on teacher educators to address in-service teachers’ knowledge gaps in their CT skills and select appropriate strategies for CT preparation.